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Early Intervention and Education Keeping it Real Transition Curriculum

The Elizabeth M. Boggs Center on Developmental Disabilities at UMDNJ-Robert Wood Johnson Medical School, Department of Pediatrics, is developing a secondary school curriculum that will enhance the self-determination of students with disabilities.

The goal of the project is to teach youth with disabilities to plan and direct their own disability related supports as they transition from school to adult life. This means teaching students the skills they need to exercise meaningful choices about their living environment, including the types of supports they use and the ways in which those services are provided. Specifically, these skills involve:

  • Developing a vision of the future based on self awareness
  • Assessing needs and preferences regarding supports
  • Identifying and advocating for needed resources
  • Knowing how to contract with service agencies
  • Developing support networks, including natural supports

Successful transition of youth with disabilities is a collaborative effort, requiring the participation of people in a variety of roles.

For this reason, the Transition Curriculum will be designed for use by, not only students, but three other groups of people closely related to positive transition outcomes: family members, general and special educators, and case managers and transition coordinators.

Modules will be designed to insure that everyone involved has access to practical information about community resources and services. In addition, opportunities for the use of self-determined behavior in home, school, and community will be incorporated into the curriculum.

Click Here for additional information and all Keeping It Real curriculum files.

This project is funded by the New Jersey Real Choice Systems Change Grant, through an agreement with the New Jersey Division of Disability Services. The Boggs Center will collaborate with the New Jersey Department of Education Office of Special Education Programs and The Progressive Center for Independent Living, to:

  • develop curriculum content;
  • identify mentors and other community resources;
  • provide training to students, families and schools in the use of the curriculum;
  • and disseminate information about the curriculum.

An advisory committee that includes self-advocates, family members, educators, and service providers will be involved in all phases of the project.

 

Project Director: Dan Baker, Ph.D.
Staff/Contact: Kathy Roberson

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